Persepolis by Marjane Satrapi
"Per·sep·o·lis (p r-s p -l s): An ancient city of Persia northeast of modern Shiraz in southwest Iran. It was the ceremonial capital of Darius I and his successors. Its ruins include the palaces of Darius and Xerxes and a citadel that contained the treasury looted by Alexander the Great." dictionary.com
Persepolis by Marjane Satrapi: Persepolis was the last major novel (graphic or otherwise) that I added to my World Literature Course. I wanted to add another work by a woman and by someone who was not American (there is probably too many American works in this course - but there you have it). It made sense for a number of reasons: 1) It is a masterpiece and a great and universal piece of Literature. 2) It was suggested by students. Like the previous new addition, The Things They Carried, former students told me that this book would fit so well into the course - and of course (no pun intended) they were right.
The graphic novel tells the story of a young woman growing up in Revolutionary Iran - and all of the troubles, heartache, and maturing that that experience entails. Though far removed (mostly in locale and culture) it is a book that my students could totally identify with, while at the same time catching a glimpse of life half a world away.
With the memory of Paul Baumer (from All Quiet) still fresh in their minds - they would now have a novel about growing old (before their time) from a woman, and an Iranian. As always, it comes back to the idea of reading literature to "know that we're not alone." And my students - quite simply - adored this book.
It's also a wonderful fit because it is something completely new. The graphic and visual nature of the book appeals (I know I use that word too much) to readers who struggle with just the words. It also forced us (and me) in a good way - to approach the reading and discussion in a new way.
We only read the first part of Persepolis (there are two books - we read the first). However, when we finished the reading - we watched the second half of the film that was made of the novel - and we get to experience Marjane when she reaches adulthood. Another great thing about these books is how that central metaphor of "Persepolis" the ancient kingdom that both was and that never existed permeates the story and the characters.
As always, there is a bookmark for assigning the reading - and giving students quotes from the poems we do before the novel.
Our fifth novel and the fifth time that we will read poems before we begin. I know that the poets didn't write their verse with this book in mind - but it is the act of seeing these connections between poem and novel that I find so valuable and thrilling. After we read the poems - I always ask them to keep them in their novel (folded up) as they read - and of course, the bookmark, on the back, has short excerpts from the poems and quotes to help the students keep them fresh in their minds. It is always wonderful - when, in the middle of a class discussion (on any novel we are reading) the students will bring up one of these poems - and say how the two are connected.
Students are always amazed how topical this novel is - and how close to their own lives - Marjane's life is. Unlike other books we've read - for Persepolis - because it is a graphic novel, I would put the page(s) we were discussing up on the projector screen at the front of the room. The motto of this website is that "it's all about the text." Well, in a graphic novel - that text also includes the pictures. We begin with page 3 - and get through page 32. We talk about her childhood, school, how she sees herself and so much more. It is such a powerful book - and the students will come in enthused and ready to talk about it. There is also a Group Work if a Class Discussion is not possible.
This is a two-sided Group Work - so there is a lot here - and all of it designed to get the students to put different parts and aspects of the Graphic Novel together on their own (well - with some questions from their teacher). It also pulls in ideas from other works we've read (like the poem - "The Truth") and that over-arching idea of a "Persepolis" - an ideal world that either once existed or could exist if only we could get our collective act together.
There is so much that happens in these pages and the students always brought an incredible enthusiasm into the discussion. There is the outbreak of the war, the victims of it - but also the very real and personal changes that Marjane is undergoing - as Iran changes from a secular society to a theocracy. One of the best ways to discuss it is by doing a Row Reading - where each row covers a part of the assigned reading - with every student coming up with three possible things to talk about (which is also great in case someone takes their first choice).
Because Persepolis is a different kind (graphic) of novel - it allows the teacher to use a different kind of Vertext In this case, it is our final discussion of Persepolis - and by using both the texts and the images in the Vertext it gives us a final appreciation for the novel and for the medium. There is so much in this final discussion - Marji become Marjane and her parents must send her away for her own safety. She finally realizes how she feels about her family (and her country) - and the theme that runs through the book (and through this unit) of a "Persepolis" - an ancient world that existed - but now exists only in memory - truly comes to light as that world becomes her childhood. We also spend the last part of the class going through every student's take-away from the book.
Students will watch the second half of the film version of Persepolis. It's really perfect - because it picks up right were we left off (our unit only covers the first of the two books that Marjane Satrapi wrote). As with all of my Movie Questions (see my page on them) - there are questions to be answered immediately while watching the movie - and more thoughtful questions (mini-essays) to be answered on their own for homework. While most movies - and movie questions are over 2-3 days - this will be finished in one period.
This lesson has students listening to songs and writing down connections from the novel to those songs in any way they see applicable. The first time I did this lesson, I polled my students and got their ideas for songs to play - and along with my own choices came up with 5. There is a worksheet with a place for the students to write down their ideas (connections), and the lyrics are printed on their handout as well. When the songs are over the students have the rest of the period to write down any other connections they see (after the fact).